The Teachers Service Commission (TSC) is reviewing its Career Progression Guidelines (CPG) at the Kenya Institute of Special Education (KISE) in a move aimed at aligning the teaching profession with the demands of the Competency-Based Education (CBE) and the country’s evolving socio-economic landscape.
The review exercise, anchored in the 2016 framework that guides CBE implementation, entered its second day on June 6, 2026, bringing together key education stakeholders to deliberate on reforms intended to strengthen career development and professional growth within the teaching service.
Representatives from the Kenya National Union of Teachers (KNUT), the Kenya Union of Post Primary Education Teachers (KUPPET), the Kenya Union of Special Needs Education Teachers (KUSNET), the Kenya Primary School Heads Association (KEPSHA), and the Kenya Secondary School Heads Association (KESHA) are participating in the discussions.
The stakeholders are examining ways of harmonising the existing career progression framework with current socio-economic realities, technological advancements, and the changing demands of the education sector.
Speaking during the session, TSC Acting Chief Executive Officer Evaleen Mitei called on teachers and education leaders to work collaboratively in strengthening systems that support learners’ career development and future success.
“Inclusive dialogue is key to building a responsive and effective teaching service.” She said
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She emphasized the need for a transparent and merit-based career progression system that rewards professional development, improved performance, and enhanced qualifications among teachers.
She also noted that the inclusion of key stakeholders such as KNUT, KUPPET, KUSNET, KEPSHA and KESSHA, alongside teachers and Curriculum Support Officers, enriches the process by bringing diverse perspectives that reflect the realities of the teaching profession.
Mitei reiterated that the success of the Commission is anchored on professionalism, collaboration, and continuous engagement, adding that the ongoing review seeks to ensure the CPG framework is practical, inclusive, and supportive of career growth.
She further underscored that the process remains consultative and forward-looking, aimed at developing clear, merit-based career pathways that empower teachers and enhance service delivery across the education sector
Among the issues under consideration is a proposal to implement a structured three-year promotion cycle for teachers, shifting the focus from vacancy-based promotions to professional achievement and career milestones.
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TSC officials noted that teachers in grades C1 to C3 are expected to benefit from the proposed promotion framework, which will cover primary school, secondary school, special needs education teachers, and lecturers at the Lecturer I level.
The Commission further revealed that promotions would be guided by a six-level career structure, providing a clear progression pathway from Primary Teacher II at Grade B5 to Chief Principal at Grade D5.
The review meeting is being attended by TSC Commissioner Dr. John Mbadi, senior management officials, and other education sector stakeholders. Participants expressed optimism that the revised guidelines will enhance motivation among teachers, improve service delivery, and support the successful implementation of CBC across the country.
The outcome of the review is expected to shape future teacher management policies and provide a more predictable and equitable career progression framework for educators nationwide.
By Ochola Victor
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